Learning discomfort: A ‘good enough teacher’ and teaching through challenge
Kavedzija, I
Date: 8 May 2019
Journal
Teaching Anthropology
Publisher
Royal Anthropological Institute
Publisher DOI
Abstract
If learning is to be understood as a process of enskilment which is multidimensional, social and embodied (Ingold 2002: 37), it also includes the affective dimensions of experience. I would like to argue that becoming enskiled in the kind of learning done in the context of higher education, particularly anthropology, requires a certain ...
If learning is to be understood as a process of enskilment which is multidimensional, social and embodied (Ingold 2002: 37), it also includes the affective dimensions of experience. I would like to argue that becoming enskiled in the kind of learning done in the context of higher education, particularly anthropology, requires a certain familiarization with a sensation of frustration or challenge. In this article I explore how the process of enskilment in discomfort can be taught in a supportive relationship with a ‘good enough teacher’. I draw on Donald Winicott’s idea of a ‘good enough mother’ who supports child’s development through secure attachment and permitting the child to experience well dosed episodes of frustration, rather than doing everything for them.
Social and Political Sciences, Philosophy, and Anthropology
Faculty of Humanities, Arts and Social Sciences
Item views 0
Full item downloads 0